Виховання особистості у новій соціокультурній реальності

Abstract

У статті розглянуто провідні риси нової соціокультурної реальності: реформування суспільства, структурні зміни у формах власності на засоби виробництва, формування нових виробничих відносин, соціальна диференціація суспільства, переоцінка та руйнація усталеної системи життєвих цінностей, формування нової ціннісної ієрархії, провідна роль інформації та комунікації, поширення мультикультуралізму, посилення впливу релігії на всі сфери діяльності людини. Доведено необхідність їх урахування у виховному процесі.

The article describes the leading features of the new social and cultural reality. Theу include: social reforms, structural changes in the form of ownership of the means of production, the creation of new industrial relations, social differentiation of society, revaluation and the destruction of the established system of values in life, the formation of a new hierarchy of values, the leading role of information and communication, the spread of multiculturalism, the growing influence of religion in all spheres of human activity. It is shown that the main factor that leads to the emergence of new social and cultural conditions of globalization is the process of social development. The beginning of the new century is characterized by its significant transformations both in the society and in culture. These aspects of life are the most significant. Education of the personality is carried out in the specific historical conditions caused by peculiarities of the stages of social development. Each historical social and cultural reality of education is based on a system of values shared by most members of society. Social and cultural reality has its own characteristics that influence personality and leads to the formation of its special mentality and certain stereotypes and behavior. Thus, the effects of globalization set a number of education related tasks primarily on account of their negative aspects in the education of children and youth. We believe that the lack of public attention to the problems of education can be a powerful factor in its destabilization. The author defines globalization as the reform of the society, structural changes in the forms of ownership of production means and the formation of new production relations, the social differentiation of the society, revaluation and the destruction of the established system of life values, the formation of a new hierarchy of values, the leading role of information and communication, dissemination of multiculturalism, the growing influence of religion on all spheres of human activity. Therefore, the consequences of globalization set for education a number of tasks, primarily taking into account their negative moments in the process of upbringing of children and youth.